How Educational Leaders Make Instructional Decisions for Reading Instruction

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-14-2024

Abstract

Principals are responsible for academic achievement within their schools and, as such, drive the decisions in reading instruction for their campus. There is much research on instructional decision-making and reading instruction, but little exists on the connection between the two. This study focuses on the reading instructional decisions of elementary principals in Texas, as detailed in their responses to open-ended, semi-structured interview questions. This study attempts to identify the trends, experiences, and common practices amongst elementary principals that drive their reading instructional decisions. The interviews followed a researcher-developed protocol to explore how campus leaders make decisions about literacy programs as instructional leaders. The qualitative research involved eight principals from elementary schools in the Dallas–Fort Worth metroplex of Texas. Specifically, the participants serve high-achieving students in reading as measured by the Texas Education Agency’s STAAR scores. Interview transcripts and notes served as the data coded and analyzed using MAXQDA 2022. The themes that emerged from the data showed that the principals considered reading content knowledge in their decision-making process, communicated effectively with staff members and parents, and prioritized specific aspects of reading instruction. The findings suggest that principals strategically set collaborative goals, communicate effectively, and emphasize particular aspects of reading instruction, which contribute to the broader goal of enhancing reading education within their schools.

Advisor

Peter Williams

Subject Categories

Education

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